The document discusses strategies for teachers to implement "maximum impact, minimum effort" marking. It proposes having students engage in self and peer assessment by reflecting on learning objectives and providing feedback to each other before teacher marking. It also suggests using progress reflection forms, verbal feedback stamps during lessons, and guided reflection questions to facilitate student-led assessment and reduce workload. The overall goal is to have students complete most of the reflection work so teachers can focus on high-level formative assessment to drive future learning.
Strategy Sessions: Set up for success with formative assessmentsLearningandTeaching
Assessment is an integral part of the teaching and learning process. Students tend to work harder when grading is involved, which can consequently cause anxiety and stress. However, assessment should not only be about the grade awarded but also about providing feedback which aims to identify strengths and areas of improvement.
Assessment can refer to the measurement of students’ learning when addressing a task (summative assessment). It can also evaluate understanding during instruction for the purpose of learning (formative assessment). Although both types of assessment differ in their meaning and purpose, formative assessment enhances learning and better prepares students for summative assessment.
In this recording, Kari Qasem looks at how to best incorporate formative assessments in teaching. She also highlights the benefits of this type of assessment in helping students achieve learning goals and in assisting teachers with post-marking feedback.
ELSE 6073 Educational Procedures for Moderate to Profound DisaMerrileeDelvalle969
ELSE 6073 Educational Procedures for Moderate to Profound Disabilities
Task Analysis – 100 pts.
Selecting teaching strategies and arranging educational environments
Graduate candidates will create 1 task analysis from the following skill selections: Functional Academic
Skill, Communication Skill, Interpersonal or Self-help Skill, based on measurable IEP Goals. Thus, a
complex skill can be taught by using chaining.
Chaining – is a way to teach a multi-step or complex skill. There are 3 types of chaining: Backward,
forward, and Total Task. (Watch 4 minute video: https://www.relias.com/resource/chaining-and-task-
analysis ). While often used as a component of ABA instruction, chaining can be used to teach individuals
with moderate/profound disabilities a complex skill. A complex skill is a skill that really consists of
several small behaviors that are linked or chained together, to accomplish a terminal goal. An example of
a skill consisting of several discrete behaviors is wiping a table.
Task Analysis – think of this as a basic GPS... Step-by-step directions to completing a skill. A task
analysis is typically created by completing the skill yourself or watching someone else complete the skill.
It’s important not to just write up a task analysis based on your memory. Even simple tasks, like making a
peanut butter and jelly sandwich, can have small important steps that you may inadvertently skip. If you
don’t teach the step, then you really can’t blame the student for not completing the step.
Chaining and task analysis are teaching procedures that help teach complex behaviors or sequences of
behaviors, such as
Academic Tasks
Social Skills
Self-help Skills
Interpersonal Skills
Design a detailed task analysis (TA) that includes at least the following components:
o Is aligned with the learning goal for which graduate candidate creates; making
sure performance is measurable. For those candidates who have their own
classroom, you may use a target student and use goals from his/her IEP.
o Allows for specific feedback from the teacher to the learner
o Measures the degree to which the learning goal has been achieved
o Provides sufficient information upon which to design subsequent, appropriate
instruction
Explain how the TA enables the learner to monitor his/her own learning progress.
Explain how the design of the TA can inform the levels or types of supports and challenge
the learner might need for subsequent instruction.
Instructional Sequence Assignment: Task Analysis and Chaining
List the instructional strategies and learning tasks you will use for each day of instruction
(You should create a chart designed to reflect the skill being taught) chart should include:
https://www.relias.com/resource/chaining-and-task-analysis
https://www.relias.com/resource/chaining-and-task-analysis
Graduate Candidate/Teacher name, Student learner name, goal/skill acquisition target,
materials needed, recording Key, Criterion, Teaching M ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. How can we make the following
extracts from the marking and
assessment policy a reality and not
increase workload?
3. Marking for Learning:
Teachers will
• Set clear learning objectives / intentions and success criteria during lessons in
order that there is a fixed reference point to use when marking
• Mark students’ books at least every three weeks / twice a term using clear,
diagnostic marking and engaging the student in a learning dialogue. Please note
that the frequency of formal diagnostic marking should also reflect the curriculum
time subjects are delegated. The minimum expectation is that for a core subject
with full allocation of lessons exists books should be marked at least once every
three weeks
• Use the Learning and Progress Reflection Form before, during and after said
marking of students’ books to facilitate and encourage learning dialogue
• Complete summative, formal assessment of students’ progress every six weeks
• Acknowledge the positive aspects of work and reinforce success with praise
• Always celebrate a positive aspect of the student’s work
• Consider an individual’s prior attainment and individual needs in marking for
learning
• Provide oral feedback on a regular basis and clearly mark in a student’s book where
oral feedback has been given
• Make contact with home where significantly better than expected progress is made
or significantly less than expected progress is made
• Refer clearly to assessment objectives / criteria / foci in diagnostic marking
4. Marking for Literacy:
Teachers will
• Use a common marking code which students understand clearly
• Make clear (whether through using a consistent colour / symbols / annotation)
what is teacher feedback (rather than self or peer assessment)
• Ensure that all lessons compliment the ‘Literacy Focus’ identified in the staff
bulletin and as resourced in tutor time; colleagues may build the ‘Literacy Focus’
into the success criteria of lessons for students to follow and then to allow for
specificity in marking of said work
• Identify spelling errors (maximum of five per page) but not show correct spelling
• Identify errors in punctuation but not suggest the correct punctuation
• Identify where a new paragraph should be started and explain why
• Identify where there are grammatical / expression errors but not suggest a ‘correct’
alternative
• For STAG students and in the interests of differentiation staff may decide that
rather than identifying specific errors that it is beneficial to identify a minimum
number of errors a student needs to find themselves in their work
• Allow time when marked books are returned for students to correct errors using a
dictionary and by proof-reading. These lessons / phases will be referred to as
reflection time. Students to have ‘Literacy Buddies’ to assist in proof reading work
• Decide whether it is appropriate to set a literacy related target on the Learning and
Progress Reflection Form and facilitate ways to address that target
• Provide oral feedback on a regular basis and clearly mark in a student’s book where
oral feedback has been given
5. Shannon Darroch & James Stonebridge
Year 8
Marking that helps us make best progress:
(Student slide to be inserted here)
6. Labour Saving Tricks
Jot down onto a sticky note
your top tip for labour
saving when it comes to
marking students’ work
7. (1) ‘Triple Impact’ Marking
• reflecting against LOs and success criteria
Self • proof reading for literacy
• reflecting against LOs and success criteria
Peer • proof reading for literacy
• reflecting against LOs and success criteria
Teacher • proof reading for literacy
Minimal time / effort required from teacher in marking for literacy, students take
more care in accuracy of work as they know this is a mandatory part of the process,
all are involved in a continuous feedback loop
8. (1) ‘Triple Impact’ Marking - Example
Students
/ peers
identify
errors
Students make
corrections BEFORE
teacher input
9. (1) ‘Triple Impact’ Marking - Example
Students
make ALL
corrections
identified
by teacher
in ‘marking
for literacy’
This then
discourages
‘lazy’ self or
peer
assessment!
10. (1) ‘Triple Impact’ Marking - Example
Examples of
corrections
post self /
peer
assessment
Consider the
amount of quality
reflection evident
here – it has all
happened PRIOR to
teacher input.
Thus, the hard work
has already been
done!
Success criteria
highlighted in work
(use of connectives)
11. (1) ‘Triple Impact’ Marking - Example
All
corrections
(identified by
self / peer
teacher)
made and
‘ticked’ off
12. (1) ‘Triple Impact’ Marking – Self and
Peer Assessment
Note minimal teacher
input during this
phase of reflection
Students engaged in
detailed self and peer
assessment prior to
teacher marking.
They have used APP
level ladders and
Consider the comment banks here
evidence of to formulate feedback
progress and
learning here
(against the
success criteria
related to speaking
and listening)
14. (2) Progress and Reflection Forms
(Blue Forms)
Assign a specific assessment Avoid using blue forms at the
focus; some of the most end of a project where several
successful examples have only skills were tested
one skill / assessment focus Avoid long, vague assessment
being measured foci
Pre-write the assessment Avoid / discourage vague
focus / foci comments that have no
Offer students ‘comment relation to assessment foci
banks’ or use level ladders Pre-fill the ‘WWW’ / targets
which gives students specific boxes with skills that students
phrases to use can mark ‘Y’ / ‘N’ / ‘Some’
Pre-fill the www / targets Be seen to value the process
boxes with skills that students and be a strong advocate;
can mark ‘Y’ / ‘N’ / ‘Some’ students will reciprocate your
Model best practice for attitude towards the process
student with example /
completed sheets
15. (2) Progress and Reflection Forms
(Blue Forms) Examples
Assign a specific assessment focus; some of the most
successful examples have only one skill / assessment focus
being measured
16. (2) Progress and Reflection Forms
(Blue Forms) Examples
Pre-write the assessment focus / foci
17. (2) Progress and Reflection Forms
(Blue Forms) Examples
Offer students ‘comment banks’ or use
level ladders which gives students specific
phrases to use
19. (3) Verbal Feedback Stamp
Use during 1-2-1 session at teacher’s desk
Use during circulation
Use on Progress and Reflection Forms
Teacher Student
Student asks stamps transcribes
for / needs relevant page feedback
feedback in student’s around the
book stamp
20. (3) Verbal Feedback Stamp Examples
Teacher circulates during ‘on task’
moments and stamps a students book
before dictating targets / feedback
and students writes into book
21. (4) Mini Plenaries / Learning Dialogue
1. 'Find one example you are really proud of and circle it. Tell the person next to
you why you are pleased with it. Write a comment in your margin and I will
respond when marking.'
2. ‘Decide with your talk partner which of the success criteria you have been most
successful with and which one needs help or could be taken even further;
colour code your work in the margin R-A-G and I will suggest how to make
improvements when I mark your work'
3. (After whole-class sharing for a minute or two) 'You have three minutes to
identify two places where you think you have done this well and read them to
your partner. Highlight it in your books for me to find later.'
4. 'You have five minutes to find one place where you could improve. Write your
improvement at the bottom of your work and explain how you made this
improvement by highlighting and labelling.'
5. 'Look back at the problems you have solved today. Where were you successful?
What approach did you take?
ASK STUDENTS TO HIGHLIGHT IN THEIR BOOKS WHERE THEY HAVE
DEMONSTRATED A SKILL / MET SUCCESS CRITERIA
YOU CAN COLOUR CODE THE ALL – MOST – SOME CRITERIA AND STUDENTS CAN
THEN COLOUR CODE EXAMPLES OF SUCCESS CRITERIA BEING MET IN THEIR
WORK
22. Guiding Principles – ‘MIME’
• Students are active in the process of learning
and reflection
• Students complete 80% of the ‘work’ and effort
associated with good progress made; we can’t
‘mark’ them into making progress – it is their
journey to make
• The teacher appraises learning and gives specific
formative assessment and targets based on the
student and peer reflection
• Students’ books look covered in annotation and
feedback. They are; only the vast majority is generated
by the students
